Some evidence of multiplicative thinking as equal groups/shares seen as entities that can be counted systematically.

Orders 2 digit numbers (eg, partially correct ordering of times in Swimming Sports a).

Can list some of the options in simple Cartesian Product situations (eg, Canteen Capers a).

Recognises multiplication is relevant (eg, Packing Pots c, Speedy Snail a) but tends not to be able to follow this through to solution.

Recognises small numbers as composite units (eg, can count equal groups, skip count by twos, threes and fives) Can share collections into equal groups/parts (eg, Pizza Party a and b).Trusts the count for groups of 2 and 5, that is, can use these numbers as units for counting (eg, Tables & Chairs j,Butterfly House d), counts large collections efficiently, systematically keeps track of count (for instance may order groups in arrays or as a list) but needs to ‘see’ all groups (eg, Tiles, Tiles, Tiles a, or for Butterfly House e, may use list and/or doubling as follows:.Zone 1 – Learning Plans Introducing (pdf - 41.49kb) Zone 1 – Learning Plans Consolidating (pdf - 165.15kb) Multiplicative thinking (MT) not really apparent as no indication that groups are perceived as composite units, dealt with systematically, or that the number of groups can be manipulated to support a more efficient calculation.Can make simple observations from data given in a task (eg, Adventure Campa) and reproduce a simple pattern (eg, Tables and Chairs a to e).May use skip counting (repeated addition) for groups less than 5 (eg, to find number of tables needed to seat up to 20 people in Tables and Chairs) Can solve simple multiplication and division problems involving relatively small whole numbers (eg, Butterfly House parts a and b)*, but tends to rely on drawing, models and count-all strategies (eg, draws and counts all pots for part a of Packing Pots).Learning & Assessment Framework for Multiplicative Thinking

While they describe teacher actions, they are deliberately referred to as learning plans because the specified learning outcomes should be recognised and achieved by the target group of students. They can be used as they stand, adapted or added to depending on the requirements of students. They are a guide rather than a complete list of lessons at any one zone. The learning plans were developed as part of the Scaffolding Numeracy in the Middle Years (SNMY) research project by small teams of teachers working collaboratively across schools and within clusters.Įach learning plan gives a clear description of two to three highly focussed activities or targeted teaching that can help scaffold learning in one or two of the specific aspects of multiplicative thinking from a particular zone of the LAF to the next. consult the Learning and Assessment Framework.To use the learning plans with your students: After using the assessment materials to locate students on the Learning and Assessment Framework for Multiplicative Thinking (LAF), teachers can use these activities and explicit teaching to target particular groups of students. Learning plans have been designed to help teachers with the development of multiplicative thinking in students.

Chicken scramble maths game